While teachers are busy in the classroom trying to cope with the day-to-day needs of large, diverse groups and meeting curriculum goals, someone needs to look at the bigger picture and answer the question: could this all be made easier?
Becoming future-ready involves building, exploring, learning, and leading with purpose.
You can start to assess your future readiness by reflecting on these questions:
- Are you set to access new opportunities or bridge gaps between educational demands and expectations?
- Do teachers know how to explore and implement new approaches and ideas without becoming overwhelmed?
- Is the physical environment of your school optimized for flexibility of use, with the environment at the forefront?
- Does your timetable allow for transversal projects and optimize key competencies?
- Do you have the resources necessary to be properly inclusive?
Course participants will have the opportunity to take a step back and look at the big picture to consider simple, practical, logistical changes that have been already introduced in other schools and European countries to help teachers to teach and learners learn, happily and more effectively, whilst still following the legal requirements of the ever-changing education laws.
Participants will consider innovations concerning methodology, timetabling, evaluation tools and techniques, changes to physical school spaces, to the organization of coordination and collaboration to make the educational process more cohesive and coherent with needs.
By the end of the course, the participants will have a global vision of a way forward for their educational project, and created a personalized concrete checklist of steps to take to help ‘future-proof’ their learners, classes, and school.
*Note: The course is particularly indicated for academic coordinators, directors of studies, school heads, course designers, heads of departments, or teachers.
The course will help the participants to:
- Make teaching coherent with European educational policies;
- Introduce teaching and evaluation by the Key Competencies;
- Integrate Universal Design Learning to cope with diversity;
- Timetable and plan for transversal projects;
- Maximize efficiency in staff coordination;
- Evaluate the potential to adapt physical spaces for transversal group work.
Day 1 – Introduction to the course
- Introduction to the course, the school, and the external week activities;
- Icebreaker activities;
- Presentations of the participants’ schools;
- The dichotomy between 21st-century teaching needs and provision.
Day 2 – A paradigm shift from subjects to projects
- Adapting school time and space to allow for transversal projects;
- Introducing changes in methodology and attitude for stakeholders;
- Case studies and examples.
Day 3 – Teaching and evaluating by competencies
- The aims and objectives of the key competencies;
- Uniting curriculum goals with competencies;
- Innovation in evaluation techniques.
Day 4 – Identifying and breaking down barriers to learning
- Coping with diversity through Universal Design Learning;
- Case studies and examples.
Day 5 – The big picture – shake up the school system
- Designing a rubric for progress – steps to reach educational goals adapted to the needs of participants’ contexts.
Day 6 – Course closure and cultural activities
- Course evaluation: round-up of acquired competencies, feedback, and discussion;
- Awarding of the course Certificate of Attendance;
- Excursion and other external cultural activities.